Swedish schools are required by law to conduct systematic quality work and it has a central position in the Swedish educational system. The work each school conduct is scrutinized by the Swedish Schools Inspectorate. The purpose of this study is to examine teachers´ experiences of systematic quality work at the upper secondary school and the advantages and disadvantages they identified when engaging in systematic quality work. The study used a qualitative method based on semi-structured interviews. The analytical framework used was hermeneutics. The main theories used as a foundation were organizational theory and learning organization-perspective. A total of five teachers from two different upper secondary schools partook in the study. Their statements were categorized in accordance to the study´s three questions. The analysis of the results showed that the structuring of development teams among teachers had an impact on the effectiveness of systematic quality work. The teachers also expressed a lack of time dedicated to quality work and a desire for a variated time when engaging with systematic quality work. The teachers perceived their role as a teacher essential when engaged in systematic quality work.